The Center to Mobilize Early Childhood Knowledge A partnership - - PowerPoint PPT Presentation

The Center to Mobilize Early Childhood Knowledge

A partnership between: Funded by:

CONNECT

The CONNECT Team

1

Heidi Hollingsworth Research Associate Jay Hargrove Admin. Assistant

Web‐based professional development resources to support inclusion of children with disabilities

CONNECT

CONNECT

Session Objectives

Participants will:

Become aware of the web‐based resources that

Connect is developing.

Learn a research‐based instructional design

sequence to aid in making evidence based decisions.

Identify how to utilize these resources in

professional development efforts.

CONNECT

Purposes of CONNECT

Web‐based PD resources and

modules

Focus on young children with

disabilities and their families

Help build early childhood

practitioners’ abilities to make evidence‐based decisions

CONNECT

Examples of how modules will be used?

Send learners to the website Download resources in advance to use in PD

• pportunities

Display website ‘live’ (using an internet

connection)

Others?

CONNECT

Upcoming modules

Embedded interventions Transitions Family‐professional partnerships (focused on

communication skills)

CONNECT Module Design

What does evidence- based practice (EBP) mean?

identifying specific research‐based practices that have

been validated through a rigorous review process

Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005

A decision-

making process that integrates the

best available research evidence with family & professional wisdom & values

Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006

Step 1 Dilemma Step 2 Question Step 3 Evidence Step 4 Decision Step 5 Evaluation

Research- based practices

5 Step Learning Cycle - Process for Making Evidence-Based Practice Decisions

Module 1

Inclusion:

Embedded interventions to promote participation

CONNECT http://community.fpg.unc.edu/connect

CONNECT

Definition and Examples of Embedded Interventions

Embedded interventions are specially designed

practices that are used to promote children’s engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home, and community.

Examples:

• Incorporate a counting activity into snack time
• Add books to the dramatic play center to promote concepts of

print

CONNECT Family’s Perspective (Christine) Teacher’s Perspective (Jackie)

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

Step 1: Dilemma

CONNECT

For children like Luke who have significant language delays and limited experience being around other children are embedded interventions effective practices to achieve the following outcomes, that Luke will communicate his wants and needs to adults and peers; and will participate in learning activities with peers, such as story time and circle time?

Turn the Dilemma into an Answerable Question

> > > >

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

Step3: Evidence

Definition & examples of practice Research

Research Synthesis Points

Policies

Policy Advisory on Inclusion

Consensus statements

DEC / NAEYC Joint Position Statement on

Early Childhood Inclusion

Experience‐based knowledge

Parents Speak Out

CONNECT

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

Examples of ways to implement embedded interventions

Environmental Modification Altering or arranging the classroom, home, or community environment to promote participation, engagement, and learning of children Peer Support Enlisting peers to help children reach goals and participate fully and meaningfully in the classroom, home, or community

> > > >

CONNECT

Environmental modification

Going to the grocery store

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

Peer Support

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

Combination of Strategies

Teacher is holding a voice

• utput device

Jack, a 4‐ year old with severe motor challenges

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

What examples of embedded interventions did you see?

CONNECT

Step 4: Decision Step 4: Decision

Evidence Research Consensus statements & policies Experience‐based knowledge Unique Perspectives & Contexts

• f the Dilemma

Integrate

Decision

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

CONNECT

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

CONNECT

Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

> > > >

Step 5: Evaluation

Determine if the intervention was implemented? Determine if the intervention was effective? Summarize and use assessment results to determine if the goal(s) are met.

CONNECT

http://www.flickr.com/ph

• tos/barrettelementary/32

6783082/

How could you envision using a module like the one described here today?

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Q&A

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Sign up to receive updates on modules

Subscribe to Monthly eNews

http://community.fpg.unc. edu/news

Join the

• nline

community

CONNECT

http://community.fpg.unc.edu/

Early Childhood Community

Pose a Question. Share a Challenge. Contribute Ideas.